1. BC Ed Plan and the LCS Plan

2. Public vs. Independent Public Schools are governed by the School Act, Independent Schools are governed by the Independent School Act Public Schools are governed by the School Act, Independent Schools are governed by the Independent School Act Independent schools may teach from a particular perspective, that is, most of the why. We decide some of the what (curriculum)– but much of the content and how much time we allot to it is prescribed. How we teach (pedagogy) has been up to us, but the new plan is more prescriptive about personalized learning. Who we hire is up to us because it is critical to our philosophical perspective. Independent schools may teach from a particular perspective, that is, most of the why. We decide some of the what (curriculum)– but much of the content and how much time we allot to it is prescribed. How we teach (pedagogy) has been up to us, but the new plan is more prescriptive about personalized learning. Who we hire is up to us because it is critical to our philosophical perspective.

3. Public vs. Independent Independent schools are required to implement the BC Ed Plan, but, as has always been the case, have the right and the responsibility to ensure that the provincial curriculum fits within the framework of the independent school’s curriculum. Independent schools are required to implement the BC Ed Plan, but, as has always been the case, have the right and the responsibility to ensure that the provincial curriculum fits within the framework of the independent school’s curriculum. LCS’s foundational curriculum and methodology are not changing, although we will continue to pursue more meaningful ways to put Biblical principles into practice and teach to transform hearts and minds for Jesus Christ LCS’s foundational curriculum and methodology are not changing, although we will continue to pursue more meaningful ways to put Biblical principles into practice and teach to transform hearts and minds for Jesus Christ

4. What it’s Not We do not see implementing the BC Ed program as an obligation to introduce a “secular” curriculum that is in opposition with the school’s curriculum There is nothing here to be afraid of We do not see implementing the BC Ed program as an obligation to introduce a “secular” curriculum that is in opposition with the school’s curriculum There is nothing here to be afraid of This is not about “us and them” Rather than look at it as an imposition, we see this as an opportunity for doing things better This is not about “us and them” Rather than look at it as an imposition, we see this as an opportunity for doing things better We are not using public school district implementation plans, but, we are also not doing this on our own. Other Christian Schools and the SCSBC are collaborating together. We are not using public school district implementation plans, but, we are also not doing this on our own. Other Christian Schools and the SCSBC are collaborating together.

5. Vision BC Ed Plan: Capable young people thriving in a rapidly changing world LCS: Well-equipped students discovering their gifts, developing Christ-like discernment, and pursuing God’s call on their lives

6. Overall Themes of the BC Ed Plan An emphasis for students to develop confidence and aptitude with core competencies An emphasis for students to develop confidence and aptitude with core competencies A teacher is more of a guide, coach and mentor and less of a provider of content A teacher is more of a guide, coach and mentor and less of a provider of content More flexibility and choice and less traditional school and classroom instruction allowing for different paths to graduation More flexibility and choice and less traditional school and classroom instruction allowing for different paths to graduation Maintain high standards, but change assessment and reporting strategies Maintain high standards, but change assessment and reporting strategies

7. Traditional vs. Personal The BC Ed Plan moves from…. teacher-driven Foundation Skills to Teacher-managed Foundation Skills teacher-driven Foundation Skills to Teacher-managed Foundation Skills specific prescribed learning outcomes to competencies under “big-idea” themes specific prescribed learning outcomes to competencies under “big-idea” themes student choice of electives to having a wider selection of electives student choice of electives to having a wider selection of electives possible independent study to student-initiated, teacher- managed study planned by teachers and parents possible independent study to student-initiated, teacher- managed study planned by teachers and parents

8. Traditional vs. Personal The LCS Plan… will maintain the integrity of Foundational Skills, including Bible will maintain the integrity of Foundational Skills, including Bible will continue to place a high priority on Teaching for Transformation and faith formation will continue to place a high priority on Teaching for Transformation and faith formation will offer more electives not available in the school through distance learning will offer more electives not available in the school through distance learning will work with parents to create personalized learning opportunities for students including personalized study, internships and apprenticeships will work with parents to create personalized learning opportunities for students including personalized study, internships and apprenticeships

9. From Principles to Practice Principles: “Intellectual development goes hand in hand with physical, social and emotional development” At LCS we also put emphasis on spiritual development and teaching for transformation “Intellectual development goes hand in hand with physical, social and emotional development” At LCS we also put emphasis on spiritual development and teaching for transformation “No two children develop all four domains at the same pace, but there are generally accepted milestones along the way” True, but not always easy to measure, especially if all learning is life-long learning. “No two children develop all four domains at the same pace, but there are generally accepted milestones along the way” True, but not always easy to measure, especially if all learning is life-long learning.

10. From Principles to Practice Practices Learning takes Place in the home, school and community and the church Learning takes Place in the home, school and community and the church Competencies (communication, creativity, innovation, collaboration, critical thinking, and problem solving) develop over time and are highly correlated to a student’s gifts. Biblical through-lines such as earth-keeping, justice-seeking, and community-building are also integral to the competencies we foster. Competencies (communication, creativity, innovation, collaboration, critical thinking, and problem solving) develop over time and are highly correlated to a student’s gifts. Biblical through-lines such as earth-keeping, justice-seeking, and community-building are also integral to the competencies we foster.

11. From Principles to Practice Foundation Skills (reading, writing, oral language and numeracy) are important. As is Biblical competency Foundation Skills (reading, writing, oral language and numeracy) are important. As is Biblical competency Learners develop healthy habits. along with spiritual practices such as prayer and devotional time Learners develop healthy habits. along with spiritual practices such as prayer and devotional time Learning experiences connect with student interest and passions. and through story- the student’s story and the Christian story Learning experiences connect with student interest and passions. and through story- the student’s story and the Christian story

12. Implementation and Implications K-9 curriculum has been revised and must be implemented by September, 2016 K-9 curriculum has been revised and must be implemented by September, 2016 Graduation Program curricula are being revised and must be implemented by September, 2017 Graduation Program curricula are being revised and must be implemented by September, 2017 Schools must provide professional development for implementation of the BC Ed Plan this year Schools must provide professional development for implementation of the BC Ed Plan this year Principals will comment briefly on implementation plans Principals will comment briefly on implementation plans

13. Stay tuned… Assessment and reporting strategies are not yet developed for K-9 Assessment and reporting strategies are not yet developed for K-9 There are still many questions about what the Ministry will require with regard to courses within the Graduation Program and new graduation requirements There are still many questions about what the Ministry will require with regard to courses within the Graduation Program and new graduation requirements